GCSE EXAMINERS' REPORTS

GCSE EXAMINERS' REPORTS GCSE (NEW) ENGLISH LITERATURE SUMMER 2018

Grade boundary information for this subject is available on the WJEC public website at: https://www.wjecservices.co.uk/marktoums/default.aspx?l=en Online Results Analysis WJEC provides information to examination centres via the WJEC secure website. This is restricted to centre staff only. Access is granted to centre staff by the Examinations Officer at the centre. Annual Statistical Report The annual Statistical Report (issued in the second half of the Autumn Term) gives overall outcomes of all examinations administered by WJEC. Unit Page Unit 1 1 Unit 2 8 Unit 3 26

ENGLISH LITERATURE GCSE (NEW) Summer 2018 UNIT 1 General comments There will be a further report on the minor texts in Unit 1 in the coming weeks. After each section there is a summary of the Principal Examiner's findings under the headings: 'Characteristics of a good response' and 'Ways in which performance could be improved'. On both Higher and Foundation Tiers, Of Mice and Men was clearly the most popular of the texts, as in previous years, with To Kill a Mockingbird also quite popular on both. There were responses written to questions on all the other novels, including some by students who had studied I Know Why the Caged Bird and Chanda s Secrets. Although more prevalent on Foundation Tier, a significant number of candidates on both tiers wasted a lot of their time reading extracts and answering questions on novels they had never read or studied. This remains a serious problem for candidates who may well have studied one of the texts over a long period of time but, in answering a range of extract questions, only will have been awarded a mark out of ten for their efforts. Examiners needed to take account of the extent to which candidates had addressed the different assessment objectives relevant to each question. In most essay responses, some detailed and focused understanding was shown of how social factors at the time the novels were set affected characters lives. There were very few responses where there was no explicit commentary on the context of the novel studied, an improvement particularly marked on Foundation Tier. Most candidates on both tiers used their contextual knowledge thoughtfully to inform their response to the essay questions, although there remains some confusion and misunderstanding about where on the paper context is assessed. Sometimes in the extract question, for example, candidates focused more on aspects of the novel outside the scope of the extract itself. Answers to the question on the presentation of Lennie in the Of Mice and Men extract sometimes elicited a wider commentary on the relationship between George and Lennie which was not always matched with a close focus on Lennie s frame of mind in the extract itself. One hitherto unusual error in approaching essay questions was noted by Examiners on this occasion: there was a significant number of essays in which context almost or wholly overwhelmed text. Although the weighting of the assessment objectives suggests that context is important, candidates need to be reminded that contextual knowledge is only relevant in so far as it illuminates and informs their understanding of the text. Knowing about the Dust Bowl or the stock market crash or the lives of black people in 1930s America will not, on its own, gain many marks. The poetry comparison question was generally handled with a clearer understanding of the need to cover both poems and the comparative element. Very few candidates wrote about the poems but did not compare them or mistimed their responses so that only some elements of the task were covered. Strong responses, as always, looked closely at the language and imagery used in the poems and focused more on meaning and interpretation rather than simple identification of devices, although there was still some tendency to spot techniques with limited commentary on effects. In weaker Higher Tier responses, a 1

significant number of responses discussed punctuation, enjambement and alliteration without really addressing what the poets had to say about older people on Foundation Tier or about memories and a sense of place on Higher Tier. Better responses on both tiers included a range of sensible interpretations of ideas and comparisons while those at the highest level on Higher Tier looked very closely at the way language and imagery was used to reveal subtle differences in tone and ideas about the nature of memory and loss. Extract questions Of Mice and Men The Steinbeck extract question asked candidates to focus on Lennie s behaviour and speech in this scene and most were aware of where the scene took place in the novel though not always of its significance. Successful responses focused on the details and the language used to describe the character s reaction to his accidental killing of Curley s wife. The way Steinbeck shows Lennie s misery and his underlying sense of remorse although the best responses showed care to support these ideas by reference to the detail in the text. Some were able to identify Lennie s incongruous and short-lived sense of pride in having remembered George s instruction to go back to the brush and there were sensitive ideas about how Steinbeck uses this temporary moment of relief to highlight Lennie s inability to process what he has just done or to recognise its significance. Lennie s gesture of pulling his hat over his eyes was also considered by stronger candidates who offered a range of possible interpretations such as his need to hide from his own sense of guiltiness or to cover up his shame. The sense of Lennie as a person who could only half articulate his terror or even understand his own fears was discussed perceptively by some candidates who suggested that his instinct to go right off and live in a cave showed a desire to run away from the consequences of his actions or to give George his freedom in an act of selfsacrifice. Those who understood the significance of Lennie s hallucination of Aunt Clara were usually more able to consider how conscience and a mounting sense of terror that George would abandon him both played a part in creating the turmoil in his mind at this moment. Close references such as Lennie moaned with grief and the way Aunt Clara s speech patterns closely match George s helped some candidates to anchor their insights firmly in the extract. Lennie s hopeless resignation at the end of the extract George ain t gonna let me tend no rabbits now was sometimes seen as much more than a self-centred, childish focus on insignificant matters in the face of much bigger consequences. Some thoughtful comments on this part of the extract included the idea that tending the rabbits was always for Lennie a symbol of freedom and peace and that even Lennie knew it wasn t just about rabbits, it was about a future with George where no one could hurt them and now he d killed that dream. The latter comment from a Foundation Tier candidate showed how an engaged study of the text can inform extract responses in very productive ways. Weaker candidates tended to rely on comments which could be applied to Lennie s characterisation at any point in the novel with less focus on what is revealed about him here. This, as well as some drifting off the extract itself, was what kept quite a lot of marks on Higher Tier lower than they might have been. Lennie was seen as childlike in taking pride in remembering to hide in the brush and the reference to him speaking softly was sometimes used to show how he was calm or gentle. The overwhelming fear of loss and abandonment was often missed at this level, even when the hallucination of Aunt Clara was understood as Lennie s imagination. Some candidates mentioned how Lennie was seeking to manipulate George and that Aunt Clara was trying to prick his conscience both ideas rather misreading Lennie s frame of mind here. A range of candidates on both tiers sought to outline how selfish and self-centred Lennie is here, citing as evidence his grief at not being able to tend the rabbits or how he wouldn t be able to live by himself and didn t recognise that he needed George. While there was some selection and comment which could be 2

rewarded, some of these surface or general readings of Lennie s character tended to run counter to a more insightful grasp of what s really going on for Lennie at this point. As mentioned above, some candidates were deflected into commentary on contextual factors or their comments drifted from the extract and into reflections of Lennie s relationship with George and others. This often meant that there was little selection and comment on language, required for AO2, or supporting references for ideas for A01. Lennie s dependence on George up to this point and their previous arguments about ketchup and Lennie s previous threat to go and live in a cave were sometimes useful in shedding light on his present predicament but weaker candidates saw little difference between the two incidents. Some, mostly Foundation Tier responses, showed some confusion between the two and thought that George was being spoken to or that Aunt Clara was actually present. References to the lives of migrant workers or disabled people or general comments about the friendship between the two men showed some weak understanding of how marks for extracts are awarded. Characteristics of good extract responses: Clear and sustained focus on the specific extract, not the context of the novel or storylines Selection of short, apt references to support points made Clear grasp of subtext, what s really going on in the extract Ways in which performance could be improved: Clear knowledge of what is being assessed here and what is not More detailed coverage of the extract More selection of supporting references rather than general impressions More practice on probing subtext and interpreting what is really going on in the extract, not relying on surface meanings Essay Questions Of Mice and Men The question on George asked about both his character and what Steinbeck s characterisation of him shows us about the values and attitudes of the society in which he lived. Better candidates showed a sound understanding of the character s underlying attitudes and motivations at different points in the novel and had clear and well considered views about the impact of contextual factors on his own behaviour. Such interpretations were often insightful and perceptive, suggesting that Steinbeck wanted to draw attention to the limitations and lack of opportunity of migrant workers lives in Great Depression America in the 1930s. Many saw George as a strong character, struggling to care for his friend at a time when empathy and inclusiveness were alien to most people in his situation. In some thoughtful responses, this appreciation of his role as a father and protector for Lennie was discussed alongside other traits which were seen as more typical and reflective of social norms at the time. Detailed reference to support these ideas included references to George s uneasiness at seeing Lennie in Crooks room and his constant denigration of Curley s wife as not only dangerous because of her status as Curley s wife but because she is a woman. Some also saw in George a quick-temperedness which sometimes spilled into violence, reflecting an aggression and hyper-vigilance which seemed to pervade society at the time. There were also some interesting insights into George s attitude to the American Dream and how his more generally realistic view of life changes gradually, showing the seductiveness of such powerful evocations of freedom, independence and escape. 3

Weaker responses focused narrowly on George s relationship with Lennie with some brief comments about discrimination against disabled people, or in trying to address the ways in which social mores are reflected through his character candidates drifted away from George and onto other characters. For example, many responses included references to the distrust and misogyny revealed in George s attitude to Curley s wife but less focused approaches then went on to discuss her dreams, her past and her fate at the end of the novel. Similarly, George s casually racist view of Crooks sometimes drifted into an extended discussion of how Crooks character is presented, his loneliness and his interactions with others when George was not present. While Examiners could credit candidates knowledge of the text and context, it is essential for the higher marks on both tiers that the focus of the question is consistent and thorough. The alternative question on whether 1930s America robbed people of their ability to form important relationships was a popular choice and there were some excellent responses to it. On Foundation Tier, candidates were asked to select characters who illustrated that American society adversely affected people s ability to form important relationships. Most candidates were helped by choosing one or two characters and explaining in what ways they were affected by social norms and values. Many sensibly chose Crooks, often alongside Curley s wife, and explained how the racism of the time kept the first isolated and lonely and how the latter was viewed as both dangerous and irrelevant, reflecting the status of women at the time. Some chose the relationship between Curley and his wife to show how women were driven to loveless marriages through lack of opportunity and education. Curley was often seen as an insecure but privileged man who reflected the sexist views of his society in treating his wife as no more than a trophy or, as one Foundation Tier candidate said, a toy that he could keep locked up and only take out when he wanted. Better candidates on Higher Tier made some strong, perceptive points and argued their case cogently. Some detail was used to make thoughtful arguments. Carlson s indifference to Candy and reaction to Lennie s death revealed a gross lack of empathy which a competitive and brutal economic system had engendered, for example, or Curley s wife s racist cruelty towards Crooks was the mirror image of his own cruel taunting of Lennie: such ideas showed not just a secure knowledge of the text and context but a perceptive insight into how Steinbeck highlights the brutalising effect of American capitalism during the Great Depression on individual personalities and relationships. Some well-focused responses showed an ability to evaluate and discuss ideas at a high level. While largely agreeing with the statement and supporting this with detailed reference to the text, some also held out the friendship between George and Lennie as an exception to it. The rarity of such friendships, as evidenced by others reaction to it and its eventual demise, was used by some to show how Steinbeck presents one of the few loving relationships in the novel to highlight how problematic it was to take care of weaker people in society at the time. Weaker responses here were usually less developed or there was less integration of context and text. On Foundation Tier, there was often some sensible choice of characters but limited reference to events in the novel. Context was limited to some rather sketchy, sometimes sweeping comments about the status of women or black people, although on both tiers in responses to this question there were some who wrote only about context with very limited or often no reference to the novel at all. Characteristics of good essay responses: Clear appreciation of how context shapes characters Selection of a range of apt events and quotations to develop and support thoughtful ideas Some analysis of how the writer s message is conveyed through characters and events 4

Ways in which performance could be improved: Practice in how to use the wording of a question to show knowledge and insight Practice in creating clear, cohesive arguments which address the question asked More focused discussion of how contextual factors affect characters personalities, choices, ambitions and stories Practice in selecting detailed textual evidence for ideas Poetry Comparison Most candidates on both tiers understood that both poems and the comparison between them must be addressed to give them the best chance. Examiners rewarded comparison wherever they found it although most candidates looked at each poem first before making comparisons. Some compared all the way through their responses while others discussed the first poem and then compared it with the second, making comments on meaning, imagery and mood about both poems as they did so. A minority sacrificed a close examination of the poems themselves in trying to compare them and there were also some whose comparison between poems was much weaker than their examination of the poems. Higher Tier candidates were given the rubric that the poets recall memories of places and people and better responses looked at ways in which places had become imbued with the memories of and perhaps the spirit of people the poets knew in the past. The best responses began to develop interpretations which included some perceptive ideas: how time itself, as well as place, seems frozen or captured by places and how memories are distorted or enriched over time. The strange tone Kooser s poem gave able candidates plenty to discuss. Many saw in the imagery of light and the idea of the kitchen falling through time an evocation of a time in the past as well as a place, while some wrote about the quality of the memory itself being unreliable in you can t see beyond its windows. In one insightful response, the candidate wrote that the short opening statement It s a kitchen suggested that the poet wished that was all it was, but there are dark shadows lurking in his memory of it. The figure of the grandmother is ambiguously portrayed and for many of the most successful candidates a rich source of interpretation and comment. Some saw the matter-offact language and tone with which the poet speaks about her death as reflective of her life as well, that she lived an unassuming life which left few traces on the world except the dry leaf of the dish rag. Compared with the sadness of Kooser s poem, Family House was generally thought to be more nostalgic and happy in its mood. The way the landscape and the quiet beauty of the poet s childhood home is evoked was commented on in some detail in better responses, which also sometimes cross referenced the rather stark details of Kooser s kitchen. The nature of memory itself, experienced through glimpses of sensual detail here, was also compared with the almost clinically accurate recollection of Kooser s kitchen. Turning points in both poems where the mood changes were found in the way the language and imagery reflects a sadder, darker sense of loss. The image of the rotten gourds of juice was particularly examined in the best responses, with many candidates seeing in it a sense of lost innocence or an acceptance that time changes everything and cannot be stopped. One candidate wrote that for both poets, time has stolen their memories and left them with a longing for a simpler life before they knew what would happen. Others wrote of a sense of resignation and acceptance that the past was over and memories stay frozen in time and can t be retrieved. Weaker responses, as is often the case, looked for more concrete interpretations of the poems and showed less awareness and tolerance of ambiguity. There was much focus on the identity of the woman mentioned in Clarke s poem or what might have happened to the 5

grandmother in Kooser s. The kitchen was seen as a real room which had been preserved or abandoned rather than a memory, and the reference to the grandmother who had moved through this life like a ghost was literally interpreted as haunting the kitchen after death. There was often some attempt to compare the use of light imagery in both poems and the mention of 30 years in both poems was also mentioned but often without really showing an understanding of the poems as powerful memories of places and people from the past. There were also quite a few responses which listed, sometimes accurately but often not, the techniques used by the poets with limited understanding of what they were trying to say. Some images were noticed but given rather mechanical meanings light always connotates happiness, as one candidate said, and the colour blue seemed to suggest sadness however it was used. At this level, the organisation of lines and stanzas was noted or alliteration/caesuras/enjambment identified but without comments which really focused on meaning and ideas there was sometimes little understanding for Examiners to reward. The Foundation Tier poems gave candidates two different views of old age and this was generally, if simply, understood as a point of comparison by most. Maya Angelou s poem gave abler candidates a perhaps unusually defiant old person s voice and perspective and there were some insightful comments about her sense of independence and pride. The exclamations and the use of imperatives in the first stanza were commented on by candidates who recognised the defiance of the speaker. The rocking chair was also seen as a symbol of stereotypical old age in better responses and the image of a sack left on a shelf attracted some thoughtful ideas about how others see old people compared with how the poet sees herself. Many also saw the liveliness and humour of the speaker s voice and commented on how she counted herself lucky to be still alive. Childhood was perhaps more challenging for most candidates although many were able to comment on how a child s perspective of old age is shown through images such as small fat snakes and the old lady having to grope for her beads. There was some sensible paraphrasing of the child s realisation that the lady was helplessly old and in the best responses some understanding that the young and the old have much in common in being helpless and dependent on others. Comparisons focused mostly on the different perspectives of the poems and the different portrayals of old age in each. Weaker candidates tended to miss the defiant tone of Maya Angelou s poem and to rely on perhaps their own views about old age rather than really looking for what the poet has to say about it. At this level there was often some misplaced sympathy for the speaker and the message of the poem was misread as a plea for people to look out more for the old or to feel sorry for and help them. While there was some sense of neglect implied in the sack on a shelf image, candidates needed to look more closely at the whole poem for its meaning. Similarly in Childhood, the poem was sometimes seen as a warning of what s to come or as a child s view of old age but without the moment of realization at the end. In many cases, a closer reading of the poems was needed to avoid imposed interpretations of meaning which, in the case of Maya Angelou s poem, were the opposite of what the poet was saying about old age. Characteristics of good poetry responses: Coverage of both poems and a developed comparison of ideas, techniques and effects Probing of subtext, tentative interpretation rooted in the poems Strong focus on images, language and effects Ways in which performance can be improved: More exposure to ways in which poets use language in different ways More focus on how ideas are conveyed through imagery Careful reading of poems to avoid misunderstanding 6

Practice in supporting ideas about mood and meaning with detailed reference to the poems 7

GCSE ENGLISH LITERATURE GCSE (NEW) Summer 2018 UNIT 2 General comments After each section there is a summary of the Principal Examiner's findings under the headings: 'Characteristics of a good response' and 'Ways in which performance could be improved'. This was the second of the new specification for Unit Two. There were no major problems with any of the papers or with specific questions. More detailed reflections on individual questions and texts will follow but there are some general points to be made. An Inspector Calls and Heroes remained the most popular text choices on Unit 2A, although some excellent work was seen on many other texts such as About A Boy, A Taste of Honey and Othello. On Unit 2B the popular texts remain Blood Brothers, A View From the Bridge, Lord of the Flies and A Christmas Carol. Text choices were somewhat narrower on Foundation Tier and some texts had not been studied. Extracts: These were generally well attempted across all the texts. At times there was some unnecessary dipping into context (AO4), which is not assessed here. An increasing tendency to use subject terminology also caused occasional problems when this was not linked to anything more than labelling. Some general phrases such as The word.. tells us, seem to be more common and are not often helpful. There was further evidence that increasing attention is being paid to working through the whole extract without taking away from the time needed to complete essay responses, but there is still room for improvement. Essays: Blood Brothers on Unit 2B was one of several texts where some groups of candidates are still including unnecessary context (AO4) in their answers. This can be unhelpful as it leaves the candidate less time to address the question directly. It was good to see increased use of relevant contextual detail, especially with questions such as the second option for An Inspector Calls where the invitation to write about context was made very directly in the stem of the question. Unit 2A Higher Tier: Extract Questions Othello On occasion there was thoughtful analysis of Othello s character in this scene, and a range of interpretations was offered for his behaviour. Candidates put forward insightful explanations for Othello talking about himself in third person narrative. His distress was explored with understanding, and a range of imagery and linguistic techniques were analysed. Few tackled the last two lines of the extract, however. This was a shame and it s worth remembering that the extract has been selected in order to offer opportunities for analysis throughout. The importance of knowing the text well is obviously important a few candidates (although they were in the minority) thought that Othello had not killed Desdemona yet, which obviously led to misinterpretation of some of the ideas. 8

Much Ado About Nothing Unfortunately this text was not attempted by any significant number of candidates. An Inspector Calls Students at all ability levels engaged with the extract question and most were able to offer a detailed discussion of Birling, acknowledging his arrogant and pompous personality. This was examined through the opening stage directions, his control over his family, his misplaced self-assurance and dismissal of Eric s views. A range of techniques were also considered, including the length of his speech, reiteration of first person pronouns and the question he sets up and then answers himself. Candidates provided a good spread of points from across the extract, right up to Mr Birling s patronising close. Many responses were heavily reliant on contextual discussion but this was unavoidable as the extract made many contextual references which were intrinsically linked into revealing his character. Most candidates were aware of the dramatic irony, with the more able candidates seeing how Priestley uses this to make the audience view Birling as a fool/unreliable/a liar throughout the rest of the play. There was a clear understanding of Birling liking the sound of his own voice. More able candidates addressed the condescending way he speaks to Sheila. Many also addressed the point that he hi-jacked Sheila's celebration to make a speech about himself and his business. The use of stage directions was also discussed to show Birling's control over his audience. Hobson's Choice Unfortunately this text was not attempted by any significant number of candidates. A Taste of Honey The relationship between Jo and Geof was explored with real understanding. Geof s calming influence in the face of Jo s outbursts was discussed with sensitivity. Candidates tracked through the effects of Geof s varied offers of help, including tempering Jo s shocking statements, offering to find the baby s father and trying to ground Jo in reality. His thinly veiled hurt at being a prop for Jo rather than someone she takes seriously, was also explored. Candidates showed awareness of the unusual nature of Jo and Geof s relationship, discussing the platonic love with many referencing his implied homosexuality. More able candidates contrasted their relationship with that of Jo and Boy and Jo and Helen, looking at Geof s language of reassurance and maternal or sisterly love. There was some appreciation of Geof s efforts to bring Jo to her senses and out of her dream world. Paddy Clarke Ha ha ha Unfortunately this text was not attempted by any significant number of candidates. Heroes Candidates explored mood and atmosphere carefully, with very few responses offering assertions of a mood without stating what this was. Enrico s pain and the early simile of his laugh like a saw through wood offered an effective way into understanding the extract s mood and atmosphere. Most candidates did not take the humour at face value, but understood that it masked a much darker mood. Francis s disavowal of his silver star was addressed by some, with more thoughtful candidates appreciating where in the novel this 9

extract appears. Candidates appreciated the wistful nature of the always Nicole. Some candidates also addressed the fact that Francis lay awake considering Enrico s comment. The best answers included close attention to specific words and phrases, and then linked these to their effect on the mood as a whole. This move from specific to overview is a confident and successful approach. Quite a few candidates tracked systematically through the extract, with accurate points being made about characters feelings, but with little consideration of the effect on mood as a whole. In these kinds of answers, each selected quote was commented on as unrelated to the last. This approach can only go so far. Once again, candidates are advised to avoid saying that there is a dull mood, as it is often unclear whether this means it is dark, unclear or boring. Never Let Me Go Candidates generally tracked the mood and atmosphere of this piece with some success. It was inevitably very helpful if they realised whereabouts in the book this exchange occurred, which most did. Ideas of sadness and anger expressed towards the end of the extract helped them to see the pathos of this final scene. About a Boy Candidates engaged with the given extract extremely well. The dynamics of Will and Marcus relationship was explored with insight, and there was clear understanding of Will s own feelings as opposed to those he presents to Marcus. Will s developing sensitivity in not wanting to hurt Marcus feelings was discussed well. Marcus blunt delivery and the impact of the quick-fire dialogue was also explored with care. Many candidates concluded by drawing a thoughtful comparison between both characters loneliness, with Will s insecurities being acknowledged as well as Marcus s fear of rejection. As ever with this text, appreciation of the humour helped in achieving the higher bands. Resistance Unfortunately this text was not attempted by any significant number of candidates. Characteristics of good extract responses: Clear and sustained focus on the question asked and on detail from within the extract Frequent selection of apt references to support points made Critical probing of inferences, with an awareness of the significance of this extract within the wider text Wide-ranging coverage of the extract including developments within it, especially any developing mood or atmosphere for relevant tasks Close examination of how the language/imagery used helps to convey meaning Awareness of the audience and the significance of specific stage directions for extracts from plays Ways in which performance could be improved: A more useful and specific vocabulary to describe mood and atmosphere More sustained and detailed coverage of the extract including its ending Increased selection of supporting references rather than general comments Staying within the exact task more consistently More focus on probing the subtext and interpreting what is really going on in the extract 10

Unit 2A Higher Tier: Essay Questions Othello The first essay question was dealt with extremely well, with candidates addressing Cassio s importance in driving the plot forward and as an illustration of various themes. Answers were often mature and strong on AO4, although a few contained only fleeting/basic references to social, cultural and historical context. The majority of students integrated contextual references throughout the body of their essays. Detailed evidence was generally purposeful and specific. There were also a number of well-controlled arguments that discussed the destruction of love by hate with careful consideration. The best answers showed how love was turned to hate. An interesting and relevant approach was also to consider whether Othello ends up hating Desdemona at all, as her murder is done with reluctance and consistent expressions of his continued feelings for her. Some candidates took the valid approach of considering the destruction of love by other emotions, such as jealousy and pride. Context was embedded into argument well. Responses were less successful when candidates just presented evidence of love in the play, and/or evidence of hate. Much Ado About Nothing Unfortunately this text was not attempted by any significant number of candidates. An Inspector Calls Both essays attracted large numbers of responses. The question about Gerald proved popular and encouraged thoughtful answers. Candidates argued well, both in support of Gerald as a good character and as a bad, and weighed up which side of him prevailed. There was also an excellent spread of ideas from across the play, from Gerald s first interactions with the Birling family, through his treatment of Eva, to his behaviour when he returns in Act 3. A significant percentage of candidates argued that Gerald was good because he helped Eva which is a perfectly relevant argument. This approach was stronger though when candidates presented the Inspector s evidence that Eva had indeed been happy for a while, and less successful when concluding that it was a relationship of reciprocal love that was only thwarted by class barriers. There were a significant number of extremely subtle and insightful answers. These candidates recognised that Gerald was only using Eva, and that his excuse of helping her was only a front for a manipulative and duplicitous man who believed he had the right to exploit. Candidates seemed well prepared to weave contextual reflections on behaviour in Edwardian society into their answer. The second question asking what Eva Smith tell us about her world was equally popular, with candidates assessing the Birlings and Gerald s effect upon Eva and how their beliefs and behaviour were shaped by society at the time. Some of the best answers highlighted the fact that the Inspector is Priestley's voice and that Eva Smith is a representative of the struggling working class of 1912 as a whole, while relating these views effectively to the question. Candidates were generally very well prepared by centres, and considered contextual factors with clear understanding. A few candidates retold the plot without direct links to the question, although this kind of approach was not seen often. There are increasingly more film references from the 2015 BBC film adaptation creeping in, with some candidates relying entirely on the film for their quotations, which invariably led to some misinterpretation of characters and events. 11

Here, observations about context were being elicited more explicitly, and the majority of candidates, it seemed to me, seized this opportunity to demonstrate what they had learned about the plight of women, and the working class in the early 20 th century. Some candidates chose to make this, still, a who was most to blame question, yet even going through the involvement of all of Birling family one by one, they were often able to demonstrate satisfactory responses to the question. Hobson's Choice Unfortunately this text was not attempted by any significant number of candidates. A Taste of Honey The first question, about Helen, was the more popular choice. This question was answered extremely well. Candidates demonstrated confidence with the text and were able to draw on a wide range of evidence. Candidates appreciated Helen s troubled nature and past, looking at her social status to explain her motives. Different aspects of Helen s character were analysed, with candidates appreciating that she comes across as both a selfish character and also as someone desperately trying to survive in a society that looked down on single mothers. There was discussion of the issues Helen faced in life as a working class, single mother at that time, which may have made her ill-equipped to be a good parent. Her treatment of Jo, interactions with Peter, vicious judgement of Geof and racist views were all explored, with precise textual evidence used to support points. There were mixed feelings on why she returns at the end of the play, with more able candidates discussing both her disappointment in Peter and her genuine care for Jo. Responses proved that the play is clearly being very well taught in centres and that candidates are preparing extremely thoroughly for questions on this text. For the Kinds of Love essay candidates addressed maternal/child love, sexual love, platonic love, love of money. Context was addressed through attitudes towards homosexuality, single mothers and racism, with some looking at post-war poverty. Candidates did not always differentiate between love and lust or love and necessity. There were some very sensitive explorations of various relationships, mostly between people, but occasionally Helen's love for money was discussed, and, on one occasion, her love for alcohol. Paddy Clarke Ha ha ha Unfortunately this text was not attempted by any significant number of candidates. Heroes There was a large number of answers to each of the two choices. For the first question about Francis candidates did need to ensure that they addressed the idea of decisions rather than just presenting what Francis does. Thoughtful answers explored how Francis life changed as a result of these decisions, and a number of candidates also looked at whether Francis is, indeed, an ordinary young man, considering that both his parents died and he is involved in such striking events. An interesting angle was also to consider whether events are caused by Francis decisions, or whether he is just a pawn to Larry. Practically all candidates showed awareness of the decision not to intervene during the rape, with more able candidates discussing how this wasn t really a decision as such, more a compulsion as a result of Larry s manipulation and Francis s young age. More thorough candidates looked at his decision if it was such a thing to idolise Nicole and his decision to seek revenge on Larry. There were conflicting opinions as to whether the jumping on the grenade was a good or bad decision. Some candidates discussed his killing of the two German boys as well. 12

Most candidates presented a clear argument, with sustained focus on the extent to which the reader can or cannot agree with the question s statement. Some candidates still interpret How far do you agree as an instruction that they must agree, which can lead to candidates arguing ideas that they don t really believe in.for the second question the majority of candidates chose Francis, and presented a convincing case for sympathy. Nicole was also a logical choice, and her experiences were written about with maturity and delicacy. Her attack was the obvious focus, but candidates also presented her initial move from Albany and to a new school, her shy nature, the destruction of her dream and her changed appearance as points which invite sympathy. Essays which presented a number of characters were also successful, and, although the case for Larry is a difficult one to argue, the idea that he has lost the use of his legs and his eventual suicide effectively doing Francis job for him, were regarded as valid ideas. It was nice to see the number of candidates who also considered the veterans. There were some very sensitive responses to how Cormier creates sympathy for them. Consideration of Cormier s structure, Francis narrative and choice of tense were productive ways to secure achievement in AO2. Never Let Me Go The relatively small number of candidates who studied this text did well with both of the essay questions. Candidates who tackled the first question focused on the idea of Tommy s importance to the novel. There was an impressive range of points, with inclusion of ideas about Tommy s role at Hailsham, the cottages and as a donor. The best answers did not only examine Tommy s character traits and his role in the plot, but also how he helps the reader to understand the main themes of the novel, such as identity and friendship. The second question about having answers by the end of the book invited candidates to explore the issues raised by the novel. A consideration of plot was a clear way into the question, which most candidates took, but ideas of character and thematic development were also explored in more sophisticated responses. Some candidates listed questions they still had. This is part of the answer but only showed a snapshot of candidates textual knowledge. A more successful approach was to present the questions a reader might have at the novel s beginning and how these are duly answered or not as the story progresses, such as our unfolding realisation of the students role, what their artwork is for, the idea of possibles, how relationships develop and how the students future lives play out. About a Boy The first essay proved the more popular of the two. Candidates showed good knowledge of Ellie as a character and there tended to be a great deal of reference to text, specifically her initial description, her adoption of Marcus and the incident in Royston. Candidates discussed her protection of Marcus from the bullies, his induction into popular culture through Nirvana, his adoration of Ellie and his eventual realisation that she wasn t right for him. Candidates explored Ellie s presentation as an archetypal, rebellious teenager, but also as someone with a more complicated and sensitive side at times. Her varying roles in the novel were also considered with understanding: as confidante, protector and catalyst for Marcus change. The idea of How is the character important? was never far from the focus of these essays, with lots of sensible ideas put forward. Particularly perceptive answers looked at Marcus eventual decision to reject Ellie s melodrama. As a whole, responses demonstrated what can be achieved when candidates are really confident with their study text. Candidates answered the second question best when selecting humorous incidents and discussing how they tempered the sad events in the novel. When linked to an overview of serious themes, such as depression, suicide, bullying, broken families and loneliness, really perceptive answers were produced. The strongest candidates constructed a cohesive 13

argument about the cumulative effect of Hornby s humour, backed up by specific examples. Some really sensitive essays were constructed like this, and explored the idea of humour offering access to difficult themes rather than diluting or distracting from them. A less successful approach was to generally debate what humour is without linking ideas to the novel. Hornby s techniques were often explored well, with candidates considering the humorous imagery of koala bars and piranhas, the outlandishly arrogant statements made by Will, and Marcus blunt and literal statements offering opportunities for humour. Resistance Unfortunately this text was not attempted by any significant number of candidates. Characteristics of good essay responses: For the plays a clear appreciation of how contextual factors influence characters and storylines, related directly to the task in hand A close focus on the exact terms of the chosen task Some analysis of the writer s style and craft usually addressed through the idea of how and including context for the plays. A demonstration of a secure knowledge of characters and themes that could be adapted to meet the demands of a specific question Ways in which performance could be improved: Looking carefully at the exact terms of the question before starting to answer and realising that there is not much that they want to say greater length of responses for many. More focus on exhibiting a personal engagement with the text rather than just providing a list of relevant details and events Practice in keeping a strong and direct focus on the question asked, including context for the play texts. A wider range of detail and events from the text to give a more thorough and structured approach to support a personal view. Unit 2A Foundation Tier: Extract Questions Only the texts that were attempted by any significant numbers will be considered as not all were on Foundation Tier. An Inspector Calls Candidates were able to achieve at all levels with this extract. Candidates almost always understood Mr Birling s arrogance, or self-importance. Some focused more on his happiness over his daughter s engagement while showing an understanding that his happiness was based on a selfishness and business acumen. Higher ability candidates were able to move from general details about Mr Birling s feelings over the engagement to his inability to understand society, the impending war and his poor relationship with his son. Some candidates were able to link Mr Birling s comments towards Eric to his lack of care over Shelia, ultimately commenting on age and responsibility. Other candidates were able to discuss Birling s view of the world in great detail, they showed a clear understanding of his character and the use of dramatic irony. This was an appropriate way to include contextual knowledge without moving away from the task, even though AO4 is not being assessed here. Higher ability candidates were also able to comment on Priestley s use of dramatic irony to develop the audiences response towards Birling and the theme of social responsibility in general. 14

A Taste of Honey Most candidates appreciated Jo s callousness and rejection of her pregnancy/child and were able to contrast this with Geof s caring and re-assuring attitude. Many candidates widened their knowledge of Geof by mentioning the reasoning for his kindness and compassion was his homosexuality and desire to have a family relationship with Jo. Weaker responses did not fully appreciate the sub-text behind some of Geof s more sarcastic and cutting comments. Coverage of the extract was usually in detail with supporting references. Responses discussed Jo s fear of becoming a mother/grown up with some mature insights. They were sympathetic to her situation, and saw how Geof was trying to calm her down. There were some thoughtful comments about Jimmie being only a dream and how he was there for Jo at Christmas. Heroes This extract allowed candidates to access the full range of marks. Those that commented on Enrico s joking nature and caring side, ultimately looking out for Francis, were generally successful. Similarly, those who recognised how both men were in pain both physically and mentally accessed the higher bands. Some candidates wrote very thoughtfully on Enrico s suffering recognising the impact war had on all the characters, not just Francis. Unfortunately, not all candidates commented on Enrico and chose to focus their attention on their sympathy for Francis. Many responses showed appreciation of the sympathy for Francis no longer seeing Nicole and being unfairly called a hero. Most of the responses, did not however, understand the real reasoning behind Enrico s comments about the blind girl. Some less successful responses wrote about Enrico s cruelty to Francis, prejudice against blind people, and thought that Francis turns away in disgust because of this. About a Boy Candidates understood the awkwardness of Will and Marcus in this extract, often mentioning the persistence in both of their responses. The best answers noticed and commented on the humour and sarcasm from Will and the situation. Responses showed awareness that Marcus was not fully aware of the impact of what he is saying to Will and supported the point with apt quotes. The majority of responses were perfectly aware that Will really didn t want to go to Marcus for Christmas and captured his awkwardness and guilt well. In the same way there was a lot of sympathy for Marcus, as well as admiration for his ability to guilt-trip Will. There was a good amount of discussion of the writer s style as well, picking up on the short phrases and clipped conversation. Characteristics of good extract responses: Fuller coverage of the extract from beginning to end Sustained focus on the exact terms of the question Accurate textual references to support points made Ability to show some appreciation of the significance of particular extracts, events and exchanges Ways in which performance can be improved: Practise going beyond retelling of the extract to give some informed comment on what is happening and its significance to the question asked Making a range of focused points, each with a supporting quotation, working through the extract to reach the end 15